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All Journal Journal of Pedagogy and Education Science IJITL
Faik, Toufik
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Enhancing Teacher Training Quality through Transversal Skills: A Case Study of CRMEF Sidi Kacem Faik, Toufik; El Hammouchi , Abdelaziz
Indonesian Journal of Innovative Teaching and Learning Vol. 2 No. 2 (2025): IJITL, Volume 2, Issue 2 (2025): August-January Period
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/ijitl.v2i2.308

Abstract

Background: To support Morocco's growth, the education sector must prioritise improving teacher qualifications through higher standards in training and professional development, focusing on transversal skills and modern, tech-integrated methodologies. Method: The study employs a combination of interactive research methodologies, including questionnaire-based data collection and content analysis, to interpret the results. These methodologies allow for an in-depth evaluation of the current state of teacher training and the integration of transversal skills into professional development programs. Result: The findings stress the importance of providing teacher trainees with transversal skills for critical reflection, professional growth, and improved teaching outcomes, while urging educational systems to move beyond traditional methods and address gaps in teacher training programs with targeted interventions. Conclusion: Integrating transversal skills into the curriculum is essential to enhance teacher training in Morocco. The shift towards innovative, skill-based teaching methodologies will better prepare educators for the challenges of modern classrooms, ensuring they are equipped to contribute effectively to Morocco's educational advancement. Contribution: This study provides insights into improving teacher training programs through transversal skills and recommendations for interventions that can equip teachers with the skills necessary to meet evolving educational demands, supporting Morocco's efforts to improve its education sector in line with global trends.
Reflective Training and Its Impact on Developing Professional Competencies of Pre-Service Teachers in Morocco’s Regional Centres for Education and Training Professions Agouzoul, El Mehdi; El Hammouchi, Abdelaziz; Faik, Toufik
Journal of Pedagogy and Education Science Vol 4 No 03 (2025): Article in Press - Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jpes.001346

Abstract

This study examines the pedagogical design of the Regional Centres for Education and Training Professions (RCETP), focusing on three training dimensions: functional knowledge, professional competence, and reflective practice. In this study, particular attention is devoted to the reflective dimension because it provides an essential entry point for addressing conceptual and methodological challenges in pre-service teacher educational training. This research adopts a qualitative approach based on participatory observation of training sessions and activities within selected RCETP programs in different regional centres in Morocco. This method offers direct insight into the daily dynamics of teacher preparation and the ways reflective practice is woven into training processes. Drawing on a competency-based framework, the analysis explores how training modules encourage trainee teachers to develop reflective professional skills that move beyond routine classroom practice. These skills enable future teachers to examine their teaching critically, conduct interventional educational research, and design context-sensitive pedagogical materials and resources. Findings indicate that integrating the reflective dimension within training modules strengthens the relationship between theoretical knowledge and practical application. It fosters critical thinking, professional autonomy, and the ability to generate innovative solutions to classroom challenges. The study concludes that prioritizing reflective practice enhances the holistic development of teacher professionalism and supports the continuous improvement of pre-service teacher education in Morocco.
Co-Authors Agouzoul, El Mehdi El Hammouchi , Abdelaziz El Hammouchi, Abdelaziz